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Access to education for undocumented migrant children in South Africa remains a significant challenge. While the difficulties related to their inability to access education within the country have been highlighted elsewhere, there remains a lack of clarity on an approach to how this basic human right can be achieved. In this conceptual paper, we draw on the distinction between equality and equity, and describe the various ways in which education has been conceptualised in the South African Constitution -- which in part contributes to the existing confusion on education for various groups, including undocumented migrant children. In this paper, we critically reflect on the need to develop an integrated approach for creating a platform that allows all undocumented migrant children access to education in South Africa. We argue that an integrated approach -- which entails ways through which access to education can be delivered through the lens of equity -- will enhance the right to education for undocumented migrant children in South Africa. We conclude that the South African government must urgently consider this integrated approach to enable access to education for undocumented migrant children, so that they can achieve their full educational potential.

The qualitative community embraces transparent dialogue through sharing knowledge to improve rigour and develop new initiatives. In this paper, we recognise there are many complexities within qualitative research, leading to important debates. We explore the benefits and challenges, as well as the practicalities and technicalities, of conducting research that 1) employs multiple methods within the qualitative paradigm, 2) is interdisciplinary, and 3) examines a sensitive research topic 4) with a vulnerable group of participants. Specifically, when research is also 5) cross-cultural and 6) utilises participatory techniques. Through our discussion, we draw upon an existing project and examine the complexity of designing and completing intra-paradigmatic mixed methods research with children from different sociocultural contexts, underpinned by interdisciplinary perspectives, in a complex area like mental health.

The problem addressed in this theoretical paper is that of learners and educators as agents of social transformation in dysfunctional schools of South Africa. While 80% of South African schools are said to be dysfunctional, learners and educators in these schools can be activated to challenge and actively struggle against any form of social oppression that dehumanises and renders them failures. Educators can work in collaboration with learners to conscientize the latter so that they are able to question different forms of inequalities and discrimination implicit in the curriculum offered at school, which excludes their cultural learning experiences. This paper argues that township and rural school educators and learners can become social agents for change if they are exposed to critical pedagogy which fosters emancipatory methods of teaching and learning. Consequently, structural factors surrounding the South African education system must be addressed if learner performance in dysfunctional schools is to improve.

The low performance of Grade 4 learners in the mathematical concept of word problems involving multiplication remains a concern for many researchers in mathematics education. Several studies conducted have largely focused on improving learners' performance on bare problems involving multiplication, with little focus on contextual problems. The small pilot study reported in this paper investigated the effectiveness of using arrays in improving learners' performance on contextual multiplication problems. A sample of six learners from a school in Soweto township (South Africa) was carefully selected to participate in the study. Tests, carefully designed lessons, and interviews were the major sources of data. The study found that arrays improved the overall performance of learners, and those who were initially identified as low performers showed greater improvement. The pilot study suggests that future research should focus on engaging a large sample of learners from township schools to ensure that the sample is more representative, and how teachers may be supported to use arrays when teaching contextual multiplication problems.

In response to the call for papers for this special issue and the questions it poses, the authors show how the ontological posthumanist shift of agential realism does not erase but keeps the child human of colour in play, despite the inclusion of the other-than-(Adult)human in its methodologies. Through a montaging technique, the authors explore the philosophical complexity of 'decentering without erasure' by re-turning to data from a large international research project -- Children, Technology and Play (2019-2020). Through an agential realist reading of interview data 'of' 'seven-year-old' Henry when visiting him at home in an informal settlement in Cape Town, they show "what else is going on," and the politically radical and subtle philosophical difference this makes for reconfiguring child subjectivity. To do more justice to the complexity of reality, the analysis bounces around like Henry's sack ball and zooms in on the role apparatuses such as GoPros play in research. The authors 'follow the child' literally but differently, without excluding or erasing the more-than-(Adult)human. In meeting Henry, they also meet Eshal, who introduces the GoPro(blem). By diffractively reading Karen Barad's scholarship through visual and aural texts, the authors respond to the question of how posthumanist research makes a difference to childhood studies. They show how the agential realist move(ment) from Object and Subject to Phenomenon explodes ageist, ableist, racist, extractive and settler-colonial logics in education research.

Epidemics of non-communicable diseases (NCDs) are presently emerging and on the increase in South Africa. It is increasingly recognized that the occurrence of adult chronic disease are influenced by factors operating from childhood, which are sustained throughout the individual's life course. Increased risk may start in infancy or even before birth and will continue to be influenced by health related behavior during adulthood. The academic level of people in the community influence the level of their health status. Commitment to the promotion of health through prevention, education, and suitable management is the building block for creating a healthy society. The community must make strides to shift from traditional knowledge and medication, and seek new innovative ways of addressing issues facing the population with regard to obesity, overweight, hypertension health, smoking cessation, alcohol abuse, and low physical activity in line with a healthy living lifestyle. The NCDs pose health problems in South Africa and deserve more attention. Poor control of obesity, hypertension, and diabetes, to name just a few, only adds to the current problems. The South African government and the business sector of South Africa should provide safe walking/riding trails in the cities and in rural area to combat emerging NCDs that are killing our community members indiscriminately without considering race, gender, age, and place of residence. Compulsory introduction of physical education lessons to all public schools cannot be over emphasized in the current escalating NCD situation in South Africa. [ABSTRACT FROM AUTHOR]

This paper explores how two selected learners establish their learning practices in their environmental space, that is, their township community and home space. The study combines the lenses of "Space" and "Learning" to capture their movement in and around the township showing how they inhabit space, how they interact with networks and processes in their environment, and how they ultimately transcend their spatial positioning. Methodologically, this quasi-ethnographic study, underpinned by an interpretivist metatheoretical framework, draws on my field notes, verbatim responses acquired through interviews with these children and their parents, observations of their neighbourhood and their homes, photographs and artefacts. These qualitative research tools helped to address the main research question: What is the nature of the learning practices of learners in the environmental space; that is: the space of the township community and home? The results show that these learners and their parents produce multiple and hybrid literacies and engage in rich educational practices despite the lived realities of the township space. Furthermore, it shows that learners develop a productive agency to counterpoise their spatial positioning enabling them to become co-constructors of their lived space.

Existing literatures have discussed both ethical issues in visual research with young people, and the problems associated with applying 'universal' ethical guidelines across varied cultural contexts. There has been little consideration, however, of specific issues raised in projects where visual research is being conducted with young people simultaneously in multiple national contexts. This paper contributes to knowledge in this area. We reflect on our experiences of planning and conducting the International CYCLES project involving photo elicitation with young people in Bangladesh, Brazil, India, Japan, New Zealand, South Africa and the UK. While some issues such as varying access to technology for taking and sharing photos and diverse cultural sensitivities around the use of photography were anticipated in advance, others were more unexpected. Balancing the need for methods to be appropriate, ethical and feasible within each setting with the desire for sufficient consistency across the project is challenging. We argue that an 'ethics in context' approach and an attitude of 'methodological immaturity' is critical in international visual research projects with young people.

In this paper, we discuss the results of a case study about the teaching strategies used by three primary school educators to decode Grade 4 science terminology. In South Africa, the study of science is formally introduced to learners in Grade 4. Additionally, Grade 4 is the year when learners transition from being taught in their native languages in Grades 1 to 3 to being taught in English. This presents the challenge of learning a new subject in an unfamiliar language. Research shows that the majority of South African primary school learners find science terminology difficult to comprehend due to linguistic challenges, which could account for their poor performance in science assessments. The way educators decode science terminology during science lessons could affect learners' comprehension of science vocabulary and consequently their performance in science. Semi-structured interviews were used to collect data in a qualitative case study in order to determine the strategies used by three science educators to teach and decode science terminology in Grade 4. The study findings suggest that the participating educators use ad hoc, teacher-centered teaching strategies to decode science concepts. These findings have implications for the preparation of primary school science educators in teacher training institutions.

In this paper the authors use the collaboration framework to explore the implementation of the School Feeding Scheme (SFS) in two primary schools within South Africa. The authors use a qualitative approach to gather data through individual and focus group interviews with two principals and eight teachers respectively. The feeding process was also observed. The authors found that despite recorded achievements, smooth implementation of the scheme was stifled by varied challenges. However, the current situation can be improved if principals initiate strategies that promote collaboration, while caterers and teachers are trained on collaboration and professional ethics. Monitoring and evaluation is encouraged to identify and resolve impending challenges.

Many studies on parenting styles with children with disabilities exist; however, few investigate parenting styles of hearing parents whose children have a hearing loss. The aim of this review is to explore the limited previous literature on interventions targeting this phenomenon. Data was extracted from search engines, Ebscohost (Academic Search Complete, MedLine, PsycARTICLES, SocIndex, Greenfile, Masterfile Premier), Science Direct and Springer Link. Just five studies were found to address issues relating to parenting styles in this demographic, which is surprisingly few. Studies reviewed in this paper were conducted in the United Kingdom Israel, Germany and South Africa. These five articles describe interventions that provide hearing parents with specific knowledge and skills to parent children with a hearing loss. The findings of those studies are explained here, with the purpose being to provide direction for much needed further research into this topic.

In South Africa, the educational attainment of African children has been a focal point of policy and research since the end of apartheid in 1994. Individual and policy-level determinants of child development and educational outcomes have been exhaustively investigated. A less researched perspective is the role of community and household composition on educational outcomes. The aim of this paper is to explore the socio-economic and demographic composition of communities and households that influence grade repetition among children in South Africa. The nationally representative South African General Household Survey of 2017 is analysed. The sample is children, 7-14 years old who have repeated a grade (N=529,624). Frequency distributions and multilevel modelling techniques are used to estimate the impact of household and community characteristics on child education outcomes. Results show that males (62.29%) and older children, 10-14 years old (61.27%), have higher grade repetition. In addition, children in female-headed households (54.57%) and poor households (61.13%) also have higher repetition rates. Finally, household poverty (OR: 1.617) and community poverty (OR: 1.944) are associated with increased likelihood of grade repetition. To ensure that South African children progress through school, the households and communities they are nested in require attention and intervention.

This paper reports on the South African findings from an international mixed methods study between the LEGO Foundation, Dubit and the Universities of Sheffield (England) and Cape Town (South Africa) on young children's learning with digital technology. The findings of the study, the first of its kind in South Africa, show the consistency of qualities and experience of play, but also reveal socio-economic, linguistic, ethnic, gender and racial inequalities in the play environments of both groups of 3–11-year-olds. Yet, despite these structural inequalities, the play ecologies of children in resource-constrained environments show their creativity within the digital/non-digital environment. The paper discusses some of the analytical tools used and the geo-political issues raised, and considers these in conjunction with selected data. We conclude that the different socio-cultural conditions and geo-political realities offer new insights about the role global education research can play in helping combat structural inequalities in resource-constrained environments. [ABSTRACT FROM AUTHOR]

Background: HIV education targeting children and adolescents is a key component of HIV prevention. This is especially important in the context of increasing HIV prevalence rates among adolescents and young people. The authors sought to examine the role and effectiveness of an extra-curricular school based programme, Soul Buddyz Clubs (SBC) on HIV knowledge, attitudes, behaviours and biomedical outcomes.Methods: This paper employs a mixed methods approach drawing on data from independent qualitative and quantitative sources. Secondary data analysis was performed using survey data from a nationally representative sample that was restricted to 10-14 year-old males and females living in South Africa. Ten focus group discussions and ten in-depth interviews conducted with SBC members and facilitators from 5 provinces, as part of a process evaluation are used to triangulate the effectiveness of SBC intervention.Results: The analysis of survey data from 2 198 children indicated that 12% of respondents were exposed to SBC with 4% reporting that they had ever belonged to a club. Children exposed to SBC were more likely to be medically circumcised (AOR 2.38; 95%CI 1.29 -4.40, p=0.006), had correct HIV knowledge (AOR 2.21; 95%CI 1.36 - 3.57, p<0.001) and had less HIV stigmatising attitudes (AOR 0.54; 95%CI 0.31-0.93, p=0.025), adjusting for age, sex, province and exposure to other media - in comparison to those not exposed. Propensity Score Matching findings were consistent with the regression findings. Qualitative findings also supported some of the quantitative results. SBC members reported having learnt about HIV prevention life skills, including condom use, positive attitudes towards people living with HIV, and alcohol abuse.Conclusions: Participation in SBC is associated with accessing biomedical HIV prevention services, specifically MMC, correct HIV prevention knowledge and less HIV stigmatizing attitudes. This paper demonstrates the effectiveness of a school-based extracurricular intervention using a club approach targeting boys and girls ages 10-14 years on some of the key HIV prevention biomarkers as well as knowledge and attitudes. The article suggests that extra-curricular interventions can form an effective component of school-based comprehensive sexuality education in preventing HIV and promoting medical male circumcision. [ABSTRACT FROM AUTHOR]

Access to clean and functional toilet is quintessential in meeting children's physiological and psychosocial needs in a learning environment. However, little is known on experiences of children's access to quality toilets while in preschool institutions within urban settings of sub-Saharan Africa countries. This paper draws from a study that explored experiences of vulnerable children in early childhood development education (ECDE) institutions in underserved and informal urban settings of Kenya and South Africa. 11 urban ECDE centres were purposively selected and 17 teachers were recruited as key informants. Data was collected using an adapted infrastructural checklist, observation and conversational interviews. Findings indicated that a majority of toilets in ECDE centres were inadequate, inappropriate, poorly maintained, or had structural weaknesses which affected children's experiences of access and use of the facilities. Scheduled toilet visits as a control measure and toilet avoidance potentially exposed them to psychosocial and health risks. Insights into children's toilet facilities, managing their access in institutions located within informal and low resourced areas, and investment policies that target preschool children' sanitary facilities are given. Suggestions are made for interventions for children's positive toilet experiences in poor urban areas. [ABSTRACT FROM AUTHOR]

Background. Research has shown that pressure in the vaginal birth process aids the infant's neurophysiological adaption to extrauterine life, including their ability to regulate their responses to diverse sensory stimuli. As pressure is absent in elective caesarean section births, we hypothesised that these children may be at higher risk for developing sensory hyperreactivity (SHR), a sensory modulation difficulty which negatively impacts on the child's engagement in their occupations. This paper reports on a study which investigated associations between birth method and SHR. Method. In this cross-sectional study, 91 children aged three and four years from various language, cultural, and socioeconomic groups were recruited and categorised based on birth method (caesarean section or vaginal birth). Caregivers of each child completed the Short Sensory Profile-2 and a demographic questionnaire. The prevalence of SHR between the birth method groups was compared. Results. The prevalence of SHR was greater in the vaginal birth group (29%) than the caesarean section group (9%). Mothers in the vaginal birth group were younger (p ≤ 0.001), of lower-income level (p = 0.003), and more likely to be single (p = 0.037). During data collection with the vaginal birth group, comprehensibility of certain items in the Short Sensory Profile-2 proved challenging for many caregivers. Conclusion. The statistically significant higher prevalence of SHR in the vaginal birth group supported a null hypothesis. However, the results are questioned due to the challenges related to data collection. Given this, the study supports the need for further investigation of how sociocultural and socioeconomic factors influence the assessment of SHR in the South African context. [ABSTRACT FROM AUTHOR]

In line with United Nations Sustainable Development Goal (SDG) 4.2, South Africa's National Development Plan commits to providing high-quality early childhood education to all children by 2030 to drive improved child outcomes. Prior to 2016, South Africa lacked reliable, locally standardised, valid, and cross-culturally fair assessment tools for measuring preschool quality and child outcomes, suitable for use at scale within a resource-constrained context. In this paper we detail the development and evolution of a suite of early learning measurement (ELOM) tools designed to address this measurement gap. The development process included reviews of literature and other relevant assessment tools; a review of local curriculum standards and expected child outcomes; extensive consultation with government officials, child development experts, and early learning practitioners, iterative user testing; and assessment of linguistic, cultural, functional, and metric equivalence across all 11 official South African languages. To support use of the ELOM tools at scale, and by users with varying levels of research expertise, administration is digitised and embedded within an end-to-end data value chain. ELOM data collected since 2016 quantify the striking socio-economic gradient in early childhood development in South Africa, demonstrate the relationship between physical stunting, socio-emotional functioning and learning outcomes, and provide evidence of the positive impact of high-quality early learning programmes on preschool child outcomes. To promote secondary analyses, data from multiple studies are regularly collated into a shared dataset, which is made open access via an online data portal. We describe the services and support that make up the ELOM data value chain, noting several key challenges and enablers of data-driven change within this context. These include deep technical expertise within a multidisciplinary and collaborative team, patient and flexible capital from mission-aligned investors, a fit-for-purpose institutional home, the appropriate use of technology, a user-centred approach to development and testing, sensitivity to children's diverse linguistic and socio-economic circumstances, careful consideration of requirements for scale, appropriate training and support for a non-professional assessor base, and a commitment to ongoing learning and continuous enhancement. Practical examples are provided of ways in which the ELOM tools and data are used for programme monitoring and enhancement purposes, to evaluate the relative effectiveness of early learning interventions, to motivate for greater budget and inform more effective resource allocation, to support the development of enabling Government systems, and to track progress towards the attainment of national and global development goals. We share lessons learnt during the development of the tools and discuss the factors that have driven their uptake in South Africa. [ABSTRACT FROM AUTHOR]

To date, little research has been conducted on subject leadership by primary and/or junior secondary school heads of department (HODs). Unlike their senior secondary school counterparts, South African science HODs have the more complex task of leading in the multidisciplinary context of natural sciences (NS 1). Such leadership comes in addition to the complications of role ambiguity, limited time and authority that are inherent in the HOD position. Using interviews and 360° multi-rater by four teachers and subject meeting observations, data were transcribed and categorised into themes that describe the instructional leadership practices of three NS HODs in South Africa. This paper is part of a more comprehensive PhD study. It suggests that providing leadership for NS teaching is more complex in practice than has been reported to date. In the context of increasing focus on accountability and national testing, the unintended consequence has been the neglect of the junior secondary NS teachers by the HODs. Furthermore, the data suggest that the HODs tend to limit their attention to areas of their own specialisation. The paper concludes with a conceptual framework that provides guidance for improving instructional leadership by the HODs in such multidisciplinary contexts, especially for the junior secondary school levels. It also recommends the restructuring of the conglomerate departments to make them more effective. [ABSTRACT FROM AUTHOR]

As the world came to grips with the coronavirus diseases (COVID-19), educational institutions and the society at large faced the challenge of figuring out how to continue with teaching and learning in such a context. Many countries, including South Africa made efforts to help contain and suppress the spread of Covid-19. In the South African education sector, about 13 million learners and 440 000 teachers were released before the end of the first school term in March 2020. In addition, 30 000 Early Childhood Development (ECD) centres, about 100 000 teachers were also required to end their term before the official closing date. For many young learners, the lockdown period meant that they would be at home with (a) Limited access to age appropriate, fun and explicitly educational resources to play with as many shops considered resources that could be used to develop children's sensory skills as not essential goods (b) They had limited exposure to structured learning and play as most caregivers are not qualified ECD practitioners (c) Children could not play outside, visit playgrounds and parks, yet, freedom of movement, activity and exercise is important for every child's development and young children learn best through play and experimenting (d) Most of their curriculum content cannot be fully taught using online platforms. Given this background, through a semi-ethnographic study, the paper documents the early literacy experiences of two 3 year old children during the Covid-19 lockdown in South Africa. In addition, analysis of parents or caregivers' feedback about their experiences in providing assistance to the young learners during the lockdown is presented. Findings of the study show that in both research contexts, literacy practices were different, but not lesser. Challenging as it was for the caregivers to support the development of literacy, the home environment provided many opportunities for learning. [ABSTRACT FROM AUTHOR]

Background: In South Africa, children with cerebral palsy are nested within a family setting by immediate relatives, particularly in the rural areas. These immediate relatives are regarded as caregivers and are not trained with regard to providing care to children with special needs. Therefore, they have to find ways to adapt to their new roles of caregiving using the available resources. The aim of this paper is to present the challenges encountered by caregivers of children with cerebral palsy in rural areas of South Africa. Methods: This qualitative, explorative, descriptive, and contextual study included 10 caregivers for children with cerebral palsy who were purposively recruited from the three respective hospitals in Vhembe District within Limpopo Province. Data were collected through individual in-depth interviews and analysed using a thematic approach. Ethical considerations and measures to ensure trustworthiness were upheld throughout the study. Results: Four themes emerged from the study, namely economic problems facing caregivers; health problems encountered by caregivers; maltreatment of caregivers by community members, as well as access to transport for caregivers and children. Conclusion: Participants narrated that caring for a child with cerebral palsy is not an easy task for the caregiver, particularly in the rural areas of South Africa. They encounter various challenges as they strive to provide quality care to the children that they are caring for. An investigation is recommended concerning the kind of model which should be developed to support caregivers in caring for children with cerebral palsy in the rural areas. [ABSTRACT FROM AUTHOR]

This paper reports on the adaptation of local indigenous children's games in South Africa that can be integrated during child counselling. There is a plethora of literature that advocates for the reconceptualisation of social work in non-western societies to align it with the values of clients being served. However, there is a dearth of literature on available indigenous social work games that can be applied particular in child counselling. Using a qualitative design, six social work practitioners, purposively sampled, were individually interviewed to explore their integration of indigenous games during child counselling. The findings indicate that through reflexivity, social workers learn and observe context-relevant knowledge from the communities they serve and that accumulated knowledge informs innovative practice interventions in social work. In this paper, children's social background, culture, play behaviours and community assets informed social workers' choice of the games they could incorporate in child counselling. The integration of local games, such as Uchiki, Umangqalutye, Eight Stones and riverbank clay, in child counselling sessions promotes a sense of mutual learning that benefits the helping profession to deliver a context-relevant service. [ABSTRACT FROM AUTHOR]

The school system in South Africa has only in recent years begun to more deeply grapple with issues of power and privilege along a number of axes of oppression including race, gender, class and recently, sexual and gender diversity. As a result, learners who embody sexual and gender diversity experiences spaces of belonging and exclusion in school settings. As a result, this paper asks: What needs to be done in the school system to reconstruct the "African child" to include sexual and gender diversity? Possibilities include inclusive policy implementation; inclusive learning and teaching resource materials; teacher preparedness to teach about and affirm sexual and gender diversity in the classroom and a clear rejection of homophobic and transphobic violence. The lessons learnt through the process of challenging racism in the school system - such as around essentialising, othering and systemic violence - have yet to be fully applied to sexual and gender diversity in schools. [ABSTRACT FROM AUTHOR]

Background: Participation in activities of daily living (ADL), education, leisure and play in children living with cerebral palsy (CP) may be affected by various factors, as outlined in the International Classification of Functioning, Disability and Health Framework (ICF). The aim of this study was to describe the participation patterns of a group of these children. Objectives: This study aimed to describe participation patterns in ADL, education, leisure and play activities of children living with CP in Modimolle. Method: An exploratory-descriptive qualitative (EDQ) study design was used. A researcher-constructed bio-demographic data sheet and a semi-structured interview schedule were used to collect data from the primary caregivers of children (5–17 years) living with CP in Modimolle. Interviews were transcribed verbatim, translated from Sepedi to English and analysed using the content analysis approach and NVivo software. Results: The findings of this study indicated that children living with CP in Modimolle require set-up and assistance to participate in various ADL such as self-care, family and community activities. They also participate in formal and informal educational programmes as well as active and passive leisure and play activities. However, at the moment, they have limited opportunities to participate because of resource constraints and inaccessible infrastructure. Conclusion: Although children with CP in Modimolle perform some ADL, and participate in educational, leisure and play activities, they are not fully integrated into their community. Legislative support and policy implementation are required to improve participation and integration of children living with CP. Further studies on community-specific integrative strategies to enhance participation among children living with disabilities are recommended. Contribution: This paper provides valuable information on the participation patterns of children with CP living in a rural area of South Africa. The findings can assist with development and implementation of community-specific, integrative health and social care strategies to enhance participation among children living with disabilities. [ABSTRACT FROM AUTHOR]

This article discusses how current South African primary maths curriculum pedagogical changes are characterised by a strengthened frame. This strengthened pedagogical frame results from strong sequencing and pacing and a transformed regulative discourse combining positional and expressive social features denoting mixed pedagogies. Sociological research indicates that the strong sequencing and pacing of pedagogic practices resonate with middle-class children and disadvantages poor and working-class learners. Drawing from both educational sociological studies and Bernstein's central thesis about the social-class basis of pedagogic framing, the paper shows how responsive pacing, sequencing, and mixed pedagogies that reflectively relate with the mathematical concepts to be relayed, ensure learning for children from different social classes. Based on the theoretical framework and related literature review, the paper explores second sites of learning strategies and compensatory pedagogic interventions that can disrupt middle-class social assumptions and support learning access for low-income-background learners in South African primary maths classes. Contextual tensions within the suggested approaches are also considered. Thus, this review offers sociological insights on humanising primary maths interactions that may interrupt social reproduction and ensure low-income children's pedagogic realisation. [ABSTRACT FROM AUTHOR]

Background: The Asenze study has the long-term goal of promoting better physical, cognitive and psychosocial functioning of children in a rural area in KwaZulu-Natal, 50 km from Durban, with a view to planning interventions to promote growth and development for very young children. The specific objective in this paper was to provide information for the Child Health and Development project of the Valley Trust to assist with intervention planning. The broader goal was to assess developmental delays in communities ravaged by the HIV epidemic. The Asenze study was designed in two phases from 2008 and 2012. The current paper reports on 1 581 4–6-year-old children in the baseline phase (2008–2010) in the five adjacent tribal areas in the study area. Method: The participants included all the 4–6-year-olds whose parents had consented to inclusion in the project and their caregivers. Data were derived from a brief questionnaire administered in the homes of participants, and subsequently from medical and psychological assessments of the children and their caregivers at the Asenze clinic. The association between child factors and other factors (geographic area, socioeconomic status (SES), parental level of education, the child's preschool education) on the one hand, and the child's cognitive performance (as measured by the Grover Counter and subtests of the KABC-11) were analysed. Linear regression models were employed to determine which predictor variables of interest in a model were associated with the children's cognitive scores as the dependent variables. Results: Based on the data, the principal factors associated with children's cognitive outcomes were height-for-age z-score (HAZ), preschool education and the area of residence. Generally children who had low cognitive scores were more often stunted (as defined by the WHO anthropometric tables), had not had preschool education, and came from areas less favourable in terms of local infrastructure and access to employment opportunities and arable land. Conclusion: The finding from this cross-sectional analysis of baseline data showed that in addition to height for age and preschool education, which are commonly thought to impact on cognition, the local authority area where the children lived was associated with their scores on cognitive tests. This has implications for intervention planning. The functioning of local government in promoting the type of community development that will protect the rights of children should be taken into account. [ABSTRACT FROM AUTHOR]

This paper focuses on the ways in which five- to seven-year-old primary school children in a Black/African township in South Africa construct and experience 'free play' in the classroom. Findings highlight the gendered manner in which play is constructed and constantly policed by these young children during 'free play'. By foregrounding the young children's gendered constructions and experiences of 'free play', the paper challenges the common sense teacher perceptions and constructions of children's play that suggest children have 'free choice'. The paper reveals that play is far from a 'free' activity as it is heavily constrained by specific contextual gender norms and expectations which limit possibilities by reproducing polarised versions of gender and perpetuate gender inequalities. Implications focus on the ways in which teachers can work with children to challenge the boundaries of gender during 'free play'. [ABSTRACT FROM AUTHOR]

This paper focuses on the work of two photographers--Helen Levitt and Jansje Wissema--who extensively documented children playing in streets and produced images of the drawings made by children on city streets and walls. These images are read in relation to the work of the Burning Museum Collective, a group of artists based in Cape Town, South Africa, who draw on archival images and make use of photography as a form of resistance. The paper argues for the way in which an engagement with photographs of urban spaces can provide a means for thinking about transnational histories, neoliberalism, gentrification, forced removals, and the politics of restitution. [ABSTRACT FROM AUTHOR]

Objectives: To evaluate the risk factors and risk indicators associated with early childhood caries in South Africa. Design: A systematic review of aetiology was performed. From 1366 papers found, 23 studies met the eligibility criteria and were included. All study designs were included. Healthy children under six who live in South Africa were eligible for the study. The study was registered with PROSPERO, registration number CRD42020216455. Data extraction: Eligible studies were selected, and data extracted independently by two reviewers. Published data on socio-economic status, dietary factors, oral hygiene knowledge and practices, breastfeeding and bottle-feeding practices, oral bacterial flora and other risk indicators were collected. Two authors appraised the studies independently using the Joanna Briggs Critical Appraisal tools. Data analysis: Heterogeneity was assessed using the I2 statistics, and due to heterogeneity, extracted data were mostly presented narratively. Results: Meta-analysis was performed using random-effects models and concluded that parents of children who had a tertiary education had a 1.77 [1.22–2.57] odds of experiencing dental caries compared to the children of parents with a secondary education. However, the unclear risk of bias of most included cross-sectional studies precluded definitive conclusions. Conclusions: More high-quality cohort studies need to be performed to evaluate actual risk factors for ECC in a South African setting. Parental/caregiver oral educational knowledge needs promoting before the emergence of their children's teeth. The social determinants of health need to be incorporated in future studies, and suitable targeted interventions need to be developed and implemented to mitigate early childhood caries in South Africa. [ABSTRACT FROM AUTHOR]

In this paper, the researchers comment on the reality of muti murders within the South African context, which is motivated by the News24 article, "Family distraught after missing 7-year-old believed to be a victim of a muti killing". Muti murders in South Africa are undeniable and have affected many individuals, families, and communities. However, this is not limited to South Africa, as muti murders are also experienced globally. Muti murders are murders committed solely to harvest human body parts to make what is considered powerful muti. Subsequently, it has come to the fore, mainly through media sources, that children more often than adults, fall victim to such unlawful, gruesome, and what is often classified as criminal acts, as seen in the article provided above. Most research on 'muti murders' within South Africa, however, appears to be unpublished literature or media sources, as the existent body of knowledge seems to be limited with regards to the exploration of South African muti murders that specifically relate to children as victims. This research aims to explore and contribute to understanding muti murders within the South African context, specifically concerning children as the victims of such gruesome acts. The following findings are imperative to discuss, 1) Child abuse and vulnerability; 2) Seeking power and strength; and 3) Purity as imperative, as these are identified to be important contributing factors to such violent acts. Addressing child multi-murder in South Africa requires rigorous and sustained research efforts. By adopting an interdisciplinary and comprehensive approach, conducting longitudinal studies, analysing international experiences, focusing on risk factors, engaging communities, and developing effective prevention strategies, researchers can contribute to a safer future for children in South Africa. The recommendations outlined here provide a starting point to inform research agendas, and policy decisions, and ultimately, protect the well-being of children. [ABSTRACT FROM AUTHOR]

Background: Adolescents are at increased risk of HIV infection compared to other age groups. There is an urgent need for strategic information that will inform programmes to reduce risk and vulnerability to HIV and reverse the pattern of increasing HIV infection as they transition to adulthood. This paper analysed trends and factors associated with HIV prevalence among adolescents in South Africa using the national HIV population-based household surveys conducted in 2008, 2012 and 2017. Methods: All three surveys used a multistage cross-sectional design. A trend analysis was conducted to assess the differences in HIV prevalence and covariates overtime using P-trend Chi-squared statistic. Univariate and multivariate logistic regression models were used to determine factors associated with HIV prevalence. Results: Overall there was a significant increase in HIV prevalence among adolescents aged 12–19 years from 3.0% (n = 2892) in 2008 to 3.2% (n = 4829) in 2012 and 4.1% (n = 3937) in 2017 (p = 0.031). The odds of being HIV positive among adolescents aged 12–19 years was significantly higher among females [AOR = 2.24; 95% CI (1.73–2.91); p < 0.001] than males, those residing in KwaZulu-Natal province [AOR = 2.01; 95% CI (1.-3.99); p = 0.027] than Northern Cape, and those who did not attend an educational institution and were unemployed [AOR = 2.66; 95% CI (1.91–3.67); p < 0.001] compared to those attending an educational institution. The odds were significantly lower among Whites [AOR = 0.29; 95% CI (0.09–0.93); p = 0.037], Coloureds [AOR = 0.21; 95% CI (0.11–0.37); p ≤ 0.001] and Indian/Asian [AOR = 0.08; 95% CI (0.02–0.34); p = 0.001] population groups than Black Africans. Conclusion: The observed increasing trend and gender disparities in HIV prevalence suggests an urgent need for age appropriate and gender specific HIV interventions tailored and targeted at identified drivers of HIV infection among adolescents. [ABSTRACT FROM AUTHOR]

An important challenge to enhancing community access to mental health interventions in marginalised, transcultural settings is the development of culturally relevant screening measures. Cross-cultural adaptation (CCA) and translation methods offer guidelines for the adaption of existing screening measures for use across cultures with the aim of preserving semantic and construct equivalence as well as validity. Yet, the application of CCA methods has been inconsistent and validation strategies have focused predominantly on expert review and quantitative validity testing. Additionally, potentially important context-specific interpretations of measure items have been lost in translation-heavy approaches. The missing link in the CCA of existing measures may be the addition of culturally sensitive, community-based evaluative methods. This paper presents a report of the application of a seven-step CCA method developed by the first author to address the issue of cultural relevance in the translation and cross-cultural adaptation of the Spence Child Anxiety Scale (SCAS) an anxiety measure for use in a specific South African community context. The findings emphasise the surprising context-specific interpretations of items in measures applied transculturally, which support the case for qualitative, community-based validation of translated, CCA screening measures used to explore the effectiveness of mental health interventions across cultural contexts. [ABSTRACT FROM AUTHOR]

Background: Large numbers of young people die yearly due to homicide, but little is known about homicide during adolescence. Research primarily focuses on youth violence among young men and masks important gender-related factors inherent in the adolescent age group. Although young women are less likely to be victims of homicide, violence against women is an important form of violence experienced during adolescence. In this paper, we describe the prevalence of and gender difference in adolescent homicide in South Africa in 2009. Methods: We conducted a retrospective national mortuary-based study to identify all child homicides (boys and girls < 18 years) in 2009 in a proportionate sample of mortuaries. Victim, perpetrator and crime data were collected in three phases: cases were identified from the mortuary register, the autopsy report and from police interviews. In this paper we focus on the adolescent group, aged 10 to 17 years. Findings: We identified 674 (95% CI: 520–823) adolescent homicides for 2009, with more male (520) than female (154) homicides. This gender disparity increased as children aged, with the male homicide rate 27.9/100 000 population (95% CI: 20.3–35.5), nearly 5 times the female rate (4.5:1) of 6.5/ 100 000 population (95% CI: 4.7–8.2) in older adolescents (15–17 year old). Adolescent males were significantly more likely (61.2%) to die in a public space compared to female adolescents (39.3%) but more adolescent females (48.4%) died at home compared to adolescent males (32.9%). Adolescent females (42.1%) were mainly killed by a family member or intimate partner while adolescent males were predominantly (58%) killed by an acquaintance. Conclusion: We found a distinct gender pattern for adolescent homicide in South Africa. This pattern appears to be driven by gender norms that support violence. South Africa requires an investment in developing evidence informed interventions to reduce violence. [ABSTRACT FROM AUTHOR]

In this article, we consider how we can use the text Deconstructing Developmental Psychology to read child migration to South Africa. We argue that this text offers a useful analytic method for critical reflections on child migrants in South Africa for several reasons. First, it allows us to shift the focus away from children as a taken for granted object of analysis to a focus on the historical and contextual emergence of developmental psychology as a discipline and, more importantly for this paper, the nature of the child that has been produced through this disciplinary establishment. Second, it offers critical reflections on the exclusions created by this dominant discourse of the child which we elaborate. In particular, we make an argument for why a text that reflects primarily on the Anglo/US developmental psychology should be useful in the contemporary South African context. As an illustration, we give examples from ethnographic research that the authors conducted in two borderlands – the South Africa/Mozambican border and the South Africa/Lesotho border. We use this example to show first how the migrant child that is imagined in South African law is a fantasy of the western child imagined in international child rights regimes. We contrast this production of the child with the everyday experiences of child migrants at the border. In particular, the assumption that the family is the natural place for children and the state is only involved with children whose families neglect these responsibilities is rendered nonsensical for children living in borderlands where the state shapes their otherwise everyday practices and activities. We argue that Deconstructing Developmental Psychology in its study of the study of childhood helps us understand the ways in which childhood has been shaped and constructed across time and space. [ABSTRACT FROM AUTHOR]

Internationally, the care-leaving debate began in the 1970s. The poor outcomes associated with care-leaving in the United Kingdom, United States of America and Australia prompted attention resulting in policy change in recent years, which continues to develop. The experience and outcomes for care leavers in South Africa reflects that of their contemporaries in other countries, however, contextual factors compound the problems that they face and there is little support available to them. This paper discusses some of the challenges facing care leavers and the development of the care-leaving debate, legislation and policy in the United Kingdom, United States and Australia. A comparison of the care-leaving arena in South Africa and the support services available to care leavers in the different countries will be presented. The paper concludes by arguing that the absence of services for care leavers is a neglect of the state's responsibility as corporate parent, and represents an issue of social justice. [ABSTRACT FROM AUTHOR]

This paper challenges the view that, in the context of the HIV/AIDS pandemic, the African extended family is no longer able to care for and support orphaned children. The paper is based on a qualitative case study conducted in a South African urban area on the lived experiences of orphaned children aged 9–14. Data were collected from the children, their teachers as well as their main caregivers. The study found that, despite the poverty facing the extended family, emotional support, family cohesion and support for learning can serve to meet the educational needs of orphaned children. [ABSTRACT FROM AUTHOR]

For people with disabilities, appropriate social protection interventions can contribute to breaking the cyclical relationship between poverty and disability and may improve social inclusion. In South Africa, a national social assistance programme provides 'social grants' to individuals on the basis of poverty, age, or disability. These grants have been extensively studied but there has been little investigation into the Care Dependency Grant, designed to support the care of children with disabilities. These children consistently have far poorer outcomes on key metrics for wellbeing, health, and education than their non-disabled peers. More attention ought to be focused on uplifting this profoundly marginalised population. We present initial findings from interviews with officials at the South African Social Security Agency, the country's grants implementation agency. These narratives add weight to the growing local and international consensus that complementary interventions and effective intersectoral collaboration may greatly enhance the impact of cash transfers. [ABSTRACT FROM AUTHOR]

The ‘new sociology of childhood’ has activated a growing interest in children as social actors and their level of involvement in activities that affect their lives. In the field of research, debate is underway regarding the consent processes and methodological activities that support child participation. This paper highlights methodological and ethical considerations that emerged while engaging in research with young boys (aged 9–11 years old) with a formal diagnosis of attention-deficit/ hyperactivity disorder (ADHD). Key issues include recruitment, informed consent, and participatory activities for data production. Sociocultural theories of childhood and disability are applied to reflect on the power and privilege operating through the research process. Engaging in research that involves children with disabilities, in which discourses of risk, stigma, and protection are elevated, problematizes the researcher– researched relationship and expands considerations of what constitutes ethical practice and ‘valuable data’. [ABSTRACT FROM AUTHOR]

Brazil, Nigeria, and South Africa are arguably strong economies in their respective geopolitical locations. However, they are all characterised by high levels of poverty and inequality. The burden of poverty in these countries is disproportionately borne by children who have to contend with malnutrition, poor early childhood development, inadequate healthcare and other appalling socioeconomic conditions. Over the years, the countries have committed to international agreements aimed at promoting child welfare. However, reducing the phenomenon of child poverty continues to be an intractable challenge. This paper presents a comparative analysis of child social protection in the three countries and notes that although the countries are characterised by high child poverty, Brazil, and South Africa have made more progress in the design and implementation of child social protection policies that are geared towards not only alleviating child poverty but also improving other socioeconomic conditions of children. This success was linked to the rights-based approach, the political history as well as the institutionalisation of child support within government institutions in both countries. [ABSTRACT FROM AUTHOR]

This paper is based on an ethnographic study conducted between 2012 and 2014 with a group of 64 boys and girls aged 6–10, all attending the same township primary school in South Africa. The paper explores how the young children construct gender ‘boundaries’ and ‘police’ gender ‘transgressions’ on the school playground during break-time. The findings illustrate the ways in which these young boys and girls learn to ‘do’ gender through practices of inclusion, exclusion and ‘policing’ during play. The findings challenge dominant teacher constructions of the playground as a ‘free space’ and demonstrate how the playground operates as a site of learning gender through forms of ‘policing’ that involve boys bullying girls and boys who do not conform to gender norms. The findings raise implications for the development of curriculum material and teaching practices that would assist primary schoolteachers to reflect more deeply on young learners’ personal experiences and perspectives around gender and play. [ABSTRACT FROM PUBLISHER]

The care offered to children living with HIV (CLHIV) experiencing HIV-related disability is often challenged by caregiver illness, poverty and poor support structures in and around communities. Since caregiver needs directly influences the care offered to CLHIV this paper aimed to explore the experiences of the caregivers of CLHIV in order to inform an appropriate rehabilitation model in South Africa. A qualitative enquiry using in-depth interviews with 14 caregivers (one male and thirteen females) of CLHIV experiencing disability in a peri-urban setting was conducted. Data were analysed using thematic analysis. Four themes emerged from the interviews: understanding of HIV-related disability and rehabilitation, challengers to care and well-being, enablers to care; and perceived needs of caregivers. The study revealed that caregiver burden is influenced by the availability of resources and social support services. Financial constraints, poor access to rehabilitation and reduced support networks challenged the care offered to CLHIV. The perceived needs of the caregivers in this study included appeals for improved social security, housing, accessible rehabilitation and education. Changes in government policy guiding social support, employment, education and rehabilitation interventions are needed to improve the availability of resources, education, health and well-being of CLHIV and their caregiver's in South Africa. [ABSTRACT FROM AUTHOR]

The debilitating impact of trauma on people with learning disabilities is increasingly recognised in research. Sinason's influential psychoanalytic writing has drawn direct links between the presence of an opportunistic secondary handicap and pervasive exposure to trauma. Traumatic events often occur within families, implying that more than one family member may be exposed to the same traumatic stressor(s). Because adults with learning disabilities require additional support from caregivers to live socially valorised lives with optimal degrees of self-direction, in the context of home living, a parent's experience of severe trauma could have a deleterious impact on her caregiving capacity to meet her child with learning disabilities' support needs in an equitable manner. This paper contains a case study that describes how a mother's experience of earlier trauma, which resulted in complex post-traumatic stress, had a profound influence on her object-relations and object-relatedness with both of her children, including her daughter who had mild learning disabilities and severe behavioural difficulties. While the mother's own experience of trauma deserves attention in its own right, her defences against traumatic recollection also affected her responsiveness to her daughter's high behavioural support needs. [ABSTRACT FROM AUTHOR]

Objectives: The aim of the study was to assess the iodine status of pregnant women and children age 6 to 12 years feeding from the same food basket in Mopani District. Design: A cross-sectional study was conducted. Setting: The setting was primary health care clinics and households from five municipalities of Mopani District in Limpopo province. Subjects: A total of 565 conveniently selected pregnant women and 116 children aged 6 to 12 years were recruited, of which 116 were mother–child pairs. Methods: The demographic information, iodine nutrition knowledge and salt consumption patterns were obtained using a validated questionnaire. Spot urine, household drinking water and salt samples were collected and analysed for iodine using standard procedures. A professional nurse, using filter paper to determine thyroid stimulating hormone (TSH) levels, collected spot finger-stick blood samples from pregnant women. Results: The findings showed that only 52.5% of household salt had an iodine concentration level of more than and equal to 15 ppm. The median iodine concentration of household drinking water was 46.2 μg/l (interquartile range [IQR] 10.8–73.4 μg/l). The TSH levels of the majority of pregnant women were normal and the maternal overall median urinary iodine concentration (UIC) was 164 μg/l (IQR 92–291 μg/l), indicating maternal iodine sufficiency. However, median UIC in the first and third trimesters was below 150 μg/l, indicating iodine insufficiency. The UIC level of children in the study was 386 μg/l (IQR 200–525 μg/l), signifying iodine excess. Conclusion: Iodine status of pregnant women in this study was sufficient, with UIC for children excessively high, more than two times higher than the iodine status of pregnant women. The reasons for the excessive UIC in school-age children need to be elucidated. [ABSTRACT FROM AUTHOR]

Although sub-Saharan Africa caries the burden of paediatric and adult HIV/ AIDS infections, the epidemic is spreading most rapidly in the Middle East and North Africa Region where between 2005 and 2013, AIDS-related deaths increased by 66% in comparison with a worldwide fall of 35%. For the first time, in 2011, more than half of people in need of antiretroviral drugs were receiving them, with coverage reaching 54%; yet only 28% of children have access to HIV treatment. This review sought to provide an update of paediatric and adolescent oral HIV/ AIDS issues in resource poor countries. Objectives To review the literature on paediatric & adolescent HIV with a focus on oral lesions as predictors of HIV infection; as markers of the efficacy of HAART and quality of life; caries risk; management of oral lesions; and epidemiological tests for clinical significance of oral lesions. Methods A search strategy was developed for PubMed to identify papers on paediatric oral HIV. Publications in English were selected on the basis that their titles and abstracts were relevant to the review objectives. The reference lists of included papers were screened for additional articles. The time-search for publications was limited from 2009 to 15 October 2014. Results Papers on the prevalence of oral lesions lacked standardization in diagnostic criteria and the introduction of HAART had significantly reduced prevalence; oral lesions remain useful predictors for HIV infection and as markers for the efficacy of HAART. Evidence suggest that caries risk is increased with HIV infection; management of oral lesions is inconsistent with available resources and surprisingly little recent information has been published in the past 5 years. Revised case definitions are proposed for large-scale epidemiologic studies with the development of an oral lesion index showing promise. Oral health quality of life indicators for children and adolescents are becoming important as more of these indicators are being developed and their negative oral impacts in individuals with oral lesions are now well established. Conclusions Paediatric and adolescent oral HIV research needs to be prioritized as current studies are few and are characterized by poor quality study designs, small study samples and a lack of multicentre collaborations. There is a lack of high quality evidence for a number of interventions available for management of oral lesions. [ABSTRACT FROM AUTHOR]

Background: Nephronophthisis (NPHP) is an autosomal recessive disorder with a subset of patients presenting with extrarenal manifestations such as retinal degeneration, cerebella ataxia, liver fibrosis, skeletal abnormalities, cardiac malformations, and lung bronchiectasis. However, the involvement of other organ systems has also been documented. Extrarenal manifestations occur in approximately 10–20% of patients. In developed countries, it has been reported as one of the most common causes of monogenic chronic kidney failure (CKF) during the first three decades of life, with more than 25 genes associated with this condition. The current treatment options for managing NPHP include supportive care, management of complications, and kidney replacement therapy when necessary. The index patient is a 10-year-old Caucasian female who presented with recurrent attacks of abdominal pain. Her elder sister, TN, who was 17 years old, was diagnosed with CKF and noted to have persistently elevated liver enzymes (gamma-glutamyl transferase, alanine, and aspartate transaminases). Following genetic testing, her elder sister was shown to have Nephronophthisis Type 3, and a liver biopsy showed early fibrotic changes. Subsequent genetic testing confirmed the index patient as having NPHP Type 3. A kidney biopsy showed focal sclerosed glomeruli with patchy areas of tubular atrophy and related tubulointerstitial changes in keeping with NPHP. We present the first confirmatory case of NPHP from South Africa based on histopathology and genetic testing in a 10-year-old Caucasian female who presented with recurrent attacks of abdominal pain, whose elder sister also presented with CKF and early liver fibrosis, confirmed on biopsy and genetic testing. Conclusion: In low-middle-income countries, genetic testing should be undertaken whenever possible to confirm the diagnosis of NPHP, especially in those with a suggestive biopsy or if there is CKF of unknown aetiology with or without extra-renal manifestations. [ABSTRACT FROM AUTHOR]

Background: Lead has been associated with adverse health effects, especially neurocognitive and behavioural effects, in children. Communities living close to mining land are at risk of elevated exposure to lead.Methods: This paper outlines a before and after intervention study protocol to evaluate the impact of a personal and domestic hygiene intervention on lead exposure in a community located adjacent to a mine dump. In each participating household, parents or guardians will be interviewed using a structured questionnaire to obtain information on socio-demographic characteristics, living conditions, domestic hygiene practices and potential alternative sources of exposure to lead. A registered nurse will collect hand wipe samples from children aged one to five years, for whom parental consent and where possible child assent has been obtained. Environmental dust samples will be collected from the floors and/or windowsills of children's dwellings for lead content analysis. Soil samples will be collected from yards to determine lead content. An educational intervention will then be applied to the intervention group, including the engagement of households or guardians in an educational discussion on the sources, pathways of exposure, health effects of lead exposure and protective measures, with the aid of a specially designed educational brochure. Data will be analysed for descriptive and inferential statistics using Stata version 16.Discussion: The study will determine whether the intervention led to a reduction in indoor dust lead levels, and if shown to be effective, will inform the development of an awareness campaign to reduce lead exposure in communities located in close proximity to mine dumps.Trial Registration: The study is retrospectively registered on ClinicalTrials.gov Protocol Registration and Results System with registration number NCT05265572 and first release date of 18th February 2022. [ABSTRACT FROM AUTHOR]